Motivation, Interest, and Positive Affect in Traditional and Nontraditional Undergraduate Students

• Published in: Adult education quarterly (American Association for Adult and Continuing Education) 2007-02, Vol.57 (2), p.141-158
• Main Authors: Bye, Dorothea, Pushkar, Dolores, Conway, Michael
• Format: Article
• Language: English
• Subjects: Affective Behavior; Age Differences; Incentives; Learning Motivation; Nontraditional Students; Older Adults; Predictor Variables; Student Attitudes; Student Interests; Student Motivation; Undergraduate Students
• ISSN: 0741-7136; 1552-3047
• DOI: 10.1177/0741713606294235

This study compares affective and motivational components of academic life for traditional and nontraditional university undergraduates. Traditional students are defined as those aged 21 and younger, who are most likely to have followed an unbroken linear path through the education system, whereas nontraditional students are defined as those aged 28 and older, for whom the undergraduate experience is not necessarily age normative. A total of 300 undergraduates ranging in age from 18 to 60 years were assessed on measures of intrinsic and extrinsic motivation to learn, interest, and positive affect. Nontraditional students reported higher levels of intrinsic motivation for learning than did traditional students. Intrinsic motivation correlated with positive affect more strongly for nontraditional than for traditional students. For all students, interest and age emerged as significant predictors of intrinsic motivation to learn, and both interest and intrinsic motivation significantly predicted positive affect.